Computers & Education: X Reality最新文献

{"title":"Embodied immersive virtual reality to enhance the conceptual understanding of charged particles: A qualitative study","authors":"Pedro Acevedo ,&nbsp;Alejandra J. Magana ,&nbsp;Yoselyn Walsh ,&nbsp;Hector Will ,&nbsp;Bedrich Benes ,&nbsp;Christos Mousas","doi":"10.1016/j.cexr.2024.100075","DOIUrl":"10.1016/j.cexr.2024.100075","url":null,"abstract":"<div><p>Learning in science, technology, engineering, and mathematics (STEM) is often challenging due to the abstract and counterintuitive nature of some concepts. Computer-based learning has emerged as an alternative method to help improve students' comprehension of these complex topics, even though technological tools must be supported with pedagogical strategies, technology affordances, sound design, and structured activities to teach scientific concepts properly. In that sense, we propose the design of an immersive virtual reality (IVR) experience, including visual and haptic cues to facilitate learning about electric fields (EFs) and charged particles (CPs) concepts. We scaffolded our design tool based on embodied design principles and cognition. The IVR experience allows learners to manipulate the components of point charges (e.g., particles, distance between particles, and charges) to learn electricity concepts. We conducted a qualitative study (<em>N</em> = 8) to assess the designed application. The sample included undergraduate students (five male and three female) from technology-related fields with some or no prior knowledge of high school or higher education physics. We assessed study participants' conceptual understanding through a pretest-posttest and conducted a brief interview to identify their expected interaction with the designed affordances. Screen recording and the System Usability Scale (SUS) are the other metrics of interest in defining study participants’ performance and experience. The collected data and thematic analysis suggested that participants recognized the included affordances based on the embodied design principles and used them to interact, link previous knowledge, and identify the different factors to explain the physics phenomenon. Additionally, we provided insights for designing IVR experiences to promote conceptual understanding of complex STEM topics based on embodied learning principles.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100075"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000254/pdfft?md5=8f08cb687dd16c5dd25caaad51ccf2e6&pid=1-s2.0-S2949678024000254-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141951686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using cospaces in augmented reality digital story creation: A thematic analysis","authors":"Davy Tsz Kit Ng ,&nbsp;Wan Yee Winsy Lai ,&nbsp;Morris Siu-yung Jong ,&nbsp;Chi Wui Ng","doi":"10.1016/j.cexr.2024.100090","DOIUrl":"10.1016/j.cexr.2024.100090","url":null,"abstract":"<div><div>With the digital affordances of augmented reality (AR) technologies, research has shown their value for contextualized, interactive and collaborative language learning through supporting real-world immersion. In recent years, CoSpaces has been a popular AR learning tool with an extensive library of 3D models and constructive gadgets, as well as a visual programming platform. With this tool, students can create projects of digital stories by building personalized AR artifacts, scenes, and storylines, and then share their projects in a dynamic and global community of children. This study examined the characteristics of 39 selected CoSpaces’ open projects via thematic analysis and categorization into five learning contexts: (1) art, history, culture and design, (2) STEM, (3) classroom English and everyday communication, (4) fairy tale/literature, and (5) campus tour. Furthermore, this study identified six language learning competencies derived from digital story creation: (1) discovering knowledge, (2) connecting to prior experience and knowledge, (3) conducting research, (4) problem-solving, (5) expressing and creating digitally, as well as (6) presenting, appreciating and evaluating. Digital literacy refers to the ability to use technology to find, evaluate, create, and communicate information. In addition, three major types of digital literacy skills necessary for AR digital storytelling processes have been identified, encompassing digital creativity, technoligcal proficiency, and research skills. Our results contribute to discovering educational values in developing digital language competency through AR digital story creation. Recommendations are offered for future research and for educators to design appropriate AR learning experiences.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100090"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143132497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A virtual classroom map-based immersive VR learning approach to fostering collaborative learning","authors":"Xiuli Huang ,&nbsp;Felicitas Macgilchrist","doi":"10.1016/j.cexr.2024.100088","DOIUrl":"10.1016/j.cexr.2024.100088","url":null,"abstract":"<div><div>The Virtual Reality (VR) supported collaborative learning approach has been approved as effective collaborative learning in various education by many researchers. However, optimizing high-level collaborative activities for sharing and building knowledge in VR technology-based collaborative learning is lacking. In this study, a virtual classroom map approach was proposed to enhance classroom knowledge-sharing culture and in the meantime support teachers in observing group work and to help students obtain feedback in the immersive virtual reality (IVR) supported collaborative learning in schooling. A randomized crossover design was used to compare the virtual classroom map-supported IVR learning approach (condition 1) and the IVR learning without virtual classroom map approach (condition 2) in English as a Foreign Language (EFL) education in two schools in East Germany. Data analysis showed that: (1) The virtual classroom map-supported IVR learning approach (MIVRL) improved students' content performance on writing tasks compared to IVR learning without the virtual classroom map approach (IVRL). (2) Despite its complex choreography of devices, the MIVRL did not reduce students’ interests and did not increase their fear of failure. (3) The proposed MIVRL approach showed the possibility of turning VR into a practice strengthening a “culture of sharing” in formal education. The results suggest that the virtual classroom map approach may be implemented as a tool for assisting VR-supported collaborative learning. Moreover, with the virtual classroom map, VR can be turned into a practice strengthening a “culture of sharing” in immersive learning.</div></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100088"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142697239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unlocking the power of immersive learning: The FAIRI instructional design proposition for adaptive immersive virtual reality","authors":"Gilles Obourdin ,&nbsp;Sven de Maeyer ,&nbsp;Piet Van den Bossche","doi":"10.1016/j.cexr.2024.100084","DOIUrl":"10.1016/j.cexr.2024.100084","url":null,"abstract":"","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100084"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142418840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An exploration of low- and high-immersive virtual reality modalities for willingness to communicate in English as a second language","authors":"Anastassiya Yudintseva","doi":"10.1016/j.cexr.2024.100076","DOIUrl":"10.1016/j.cexr.2024.100076","url":null,"abstract":"<div><p>This mixed-method quasi-experimental study compares the impact of two different kinds of virtual reality environments on the willingness of English as a Second Language (ESL) students to engage in communication. Twenty high-level ESL graduate students were recruited for the research and organized into 10 pairs. Each pair of students completed two separate speaking tasks. One task took place in a low-immersive virtual reality environment, while the other task took place in a high-immersive virtual reality environment. The study was counterbalanced, with half completing the two tasks in one order, while the other half completed them in the reverse order. The study found no statistically significant differences between the modality conditions on willingness to communicate. Task order and action-oriented instructional methods were found to have greater impact than the modality. However, a significant difference was found between participants' affective-cognitive experiences, with participants reporting higher cognitive load and greater enjoyment in high-immersive condition. Speaking anxiety was also reduced after participation in two virtual reality tasks, leading to an increase in self-confidence. Additionally, qualitative analysis identified relationships between various technological, affective-cognitive, and individual factors that can affect the student's willingness to communicate. Empirical and theoretical implications are discussed, along with limitations and directions for future research.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100076"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000266/pdfft?md5=bfa7ca35e9689cf3d3942a1ea7a1d306&pid=1-s2.0-S2949678024000266-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141951687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comunicazione Digitale XR: Assessing the impact of extended reality technologies on learning","authors":"Daniele Zolezzi ,&nbsp;Saverio Iacono ,&nbsp;Luca Martini ,&nbsp;Gianni Viardo Vercelli","doi":"10.1016/j.cexr.2024.100077","DOIUrl":"10.1016/j.cexr.2024.100077","url":null,"abstract":"<div><p>“Comunicazione Digitale XR” is a project that exploits the EON-XR platform to enrich Information Technology education by incorporating interactive 360-degree visuals and 3D models to complement traditional teaching methods. This study probes the efficacy of Extended Reality (XR) technologies in augmenting educational experiences through the integration of gamification techniques within the curriculum. The evaluation, involving twenty-six students, delved into factors such as engagement levels, comprehension of material, and the contributory role of XR in exam readiness. Data collection was conducted using electronic log files, which provided detailed quantitative metrics on student interactions, and a post-intervention survey that assessed changes in comprehension and engagement. Additionally, qualitative data was gathered through semi-structured interviews. Quantitative data from surveys and log files were analyzed using descriptive statistics, while qualitative data from interviews were subjected to thematic analysis. This investigation has demonstrated substantial enhancements in student comprehension and engagement with the educational content facilitated by XR technologies. These findings underscore the potential of XR to augment the educational paradigm and improve students’ preparedness for academic evaluations.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"5 ","pages":"Article 100077"},"PeriodicalIF":0.0,"publicationDate":"2024-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000278/pdfft?md5=9af67b88421959d043ed6b24bb766368&pid=1-s2.0-S2949678024000278-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141978963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning effectiveness of immersive virtual reality in education and training: A systematic review of findings","authors":"Matthias Conrad,&nbsp;David Kablitz,&nbsp;Stephan Schumann","doi":"10.1016/j.cexr.2024.100053","DOIUrl":"https://doi.org/10.1016/j.cexr.2024.100053","url":null,"abstract":"<div><p>The use of immersive virtual reality (IVR) offers a variety of design possibilities for action-oriented teaching and learning that enables the promotion of specific knowledge and skills. In order to use IVR applications as an effective teaching and learning medium, it is important to understand the potential advantages and disadvantages of this technology compared to other media. This raises the question of what type of learning environment is most effective in promoting specific knowledge and skills. To answer these questions, a systematic review of research on learning with IVR in an educational context was conducted using the PRISMA method (Liberati et al., 2009; Page et al., 2021). The study analyzed 30 relevant research articles to compare the relative effectiveness of IVR-based learning and its impact on learner engagement, as outlined in the ICAP framework (Chi &amp; Wylie, 2014). The results indicate that IVR has a positive impact on learning compared to other types of media. The study suggests that IVR technology is suitable for learning environments that prioritize active learner engagement and practical application, such as active manipulation and constructive creation. In summary, the results offer more insights into the advantages of using IVR to accomplish particular learning objectives.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"4 ","pages":"Article 100053"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000035/pdfft?md5=5a78e0f6210fcb48a87fadb473b504ab&pid=1-s2.0-S2949678024000035-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139726799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Task difficulty impact on multitasking in mixed reality environments","authors":"Safanah Abbas ,&nbsp;Heejin Jeong","doi":"10.1016/j.cexr.2024.100065","DOIUrl":"https://doi.org/10.1016/j.cexr.2024.100065","url":null,"abstract":"<div><p>Mixed reality applications allow users to experience both physical and digital worlds simultaneously. However, limited research has compared multitasking performance in these two worlds with different difficulty levels. This study investigated the effect of task difficulty on mixed-reality multitasking performance. A block-matching task was used for the physical task experiment, and the N-back test was used for the virtual task experiment. Thirty-six participants completed eight experimental conditions and were tested on four measures: NASA-TLX, accuracy, priority, and hand use. Physical demand and effort subscales were significant in all the experimental manipulations: real-world tasks, virtual-world tasks, and multitasking. The priority variable was not found to be substantial. Most participants prioritized working on either real-world tasks or multitasking, leaving the virtual-world tasks to the least preferred. Such a study can empower instructional designers to tailor tasks that align with learners’ cognitive abilities for an optimal learning experience.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"4 ","pages":"Article 100065"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000151/pdfft?md5=df225f28eefdd7cc19eef5630a92b98a&pid=1-s2.0-S2949678024000151-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140646049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Immersive technologies in health professions education: A bibliometric analysis","authors":"Shan Li","doi":"10.1016/j.cexr.2024.100051","DOIUrl":"https://doi.org/10.1016/j.cexr.2024.100051","url":null,"abstract":"<div><p>Immersive technologies are playing an increasingly crucial role in revolutionizing health professions education, as they provide students with realistic and interactive learning experiences. These experiences better prepare them for the complexities and challenges they will encounter in real-world healthcare practice. To comprehensively explore the growth, trends, and patterns at the intersection of immersive technologies and health professions education, a bibliometric analysis was conducted in May 2023 using the Clarivate Analytics - Web of Science Core Collection database. Specifically, we conducted a thorough descriptive examination of various facets within the dataset of 956 bibliographic records, obtained through a systematic literature search. We presented descriptive insights from this scientific literature at multiple levels, including the article (e.g., most frequent words, important themes, trends of keywords), journal (most productive, and most cited journals), affiliation (most productive affiliations), and country (most productive, and most cited countries) levels. Furthermore, we explored the conceptual, intellectual, and social structures of this field of study, represented by the co-occurrence network, co-word network, and collaboration network, respectively. These analyses collectively painted a comprehensive picture of the research landscape within the realm of immersive technologies in health professions education. This study not only contributes to the identification of trends and gaps in the literature but also provides actionable insights for educators, researchers, and policymakers regarding influential players, resource allocation, and global collaboration.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"4 ","pages":"Article 100051"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000011/pdfft?md5=3482d2d83e6fa2d2e33384772fcc2ce8&pid=1-s2.0-S2949678024000011-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139433436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the effect of VR-enhanced teaching aids in STEAM education: An embodied cognition perspective","authors":"Zehui Zhan ,&nbsp;Xuanyan Zhong ,&nbsp;Zhihang Lin ,&nbsp;Rubing Tan","doi":"10.1016/j.cexr.2024.100067","DOIUrl":"https://doi.org/10.1016/j.cexr.2024.100067","url":null,"abstract":"<div><p>The purpose of this study was to examine the effect of Physical Teaching Aids (PTAs) and VR-Enhanced Teaching Aids (VETAs) on students’ learning performance, attitudes, and classroom interactions in a STEAM course. A quasi-experimental study was conducted with a total of 85 fifth-grade students, 42 in the treatment group and 43 in the control group. The students in the treatment group reported a high level of acceptance of the VETAs in the post-course interview. The Lag Sequential Analysis results indicated that the use of VETAs improved students' learning performance and made the classroom more learner-centered than those who were facilitated with PTAs. In the treatment group, students were able to investigate problems more actively, practice and innovate more interactively, and achieve deeper learning. The current study further elaborates on the reasons and summarizes the mechanism of VETAs supporting the perceptual field in STEAM education.</p></div>","PeriodicalId":100320,"journal":{"name":"Computers & Education: X Reality","volume":"4 ","pages":"Article 100067"},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2949678024000175/pdfft?md5=ccb3a32f79070032d7a04956a0af1b11&pid=1-s2.0-S2949678024000175-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140807219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}